2016 2017 Year
Autumn
Spring
Summer
Topic
Take One Book
Farm Boy
Greek Super
Heroes
Everest
Science
Plants
Pupils should be taught to:
 identify and describe the
functions of different parts of
flowering plants: roots,
stem/trunk, leaves and flowers
Discuss prior knowledge.
Dissect a flowering plant. Draw
an annotated diagram and
explain what each part does
.parts of plant
S – Give a jumbled up diagram
E – Can they identify other parts
of the plant.
Light
Pupils should be taught to:
 recognise that they need
light in order to see things
and that dark is the absence
of light
Discuss what they know
about light where does it
come from and what
happens if there isn’t any?
Make a list of light sources
LA objects on a picture
MA select from a range of
light sources and non-light
sources
HA list light sources at
home, at school and out
and about.

explore the requirements of
plants for life and growth (air,
light, water, nutrients from soil,
and room to grow) and how they
vary from plant to plant.
Plan and carry out an
investigation (focus of predication)
How does the amount of water/light/soil
affect the number of leaves of a plant
(tomato)?
Show the children video? Of different
plants and identify key features for
survival.

notice that light is reflected
from surfaces
How can I shine a light
around a corner?
Model the reflection of a
torch beam around a barrier
with a mirror
What has happened to the
light?
Define reflection
Rocks and soils
Pupils should be taught to:

compare and group
together different kinds of
rocks on the basis of their
appearance and simple
physical properties

describe in simple terms
how fossils are formed
when things that have
lived are trapped within
rock

recognise that soils are
made from rocks and
organic matter.

investigate the way in which
water is transported within
plants
What affects the speed that
water rises up a plant stem?

explore the part that flowers play
in the life cycle of flowering
plants, including pollination,
seed formation and seed
dispersal.

Will light only reflect from a
mirror?
Model reflecting light with a
white card
Children carry out
experiment with different
coloured cards.
Mixed ability activity groups
LA have write up templates
MA have have headings
HA have prompts

recognise that light from the
sun can be dangerous and
that there are ways to
protect their eyes
if light travels in straight
lines as in our experiment
how does this help us see
things?
It is light reflected from
objects that enters our eyes
and light from the sun
should NEVER be allowed
to go straight into our eyes.
Make a list of ways that we
protect ourselves from
sunlight.

recognise that shadows are
formed when the light from
a light source is blocked by
a solid object
Discuss what a shadow is
What happens to light when
a shadow is formed?
How is seed germination
affected by seed size /
temperature / moisture / soil?
Animals, including humans
Pupils should be taught to:

identify that animals, including
humans, need the right types
and amount of nutrition, and that
they cannot make their own
food; they get nutrition from
what they eat

identify that humans and some
other animals have skeletons
and muscles for support,
protection and movement.

What objects can create
shadows?
Carry out experiment using
opaque, translucent and
transparent materials.
Introduce these terms.
Explain what they have
found out.
Mixed ability groups for
activity
LA Cloze pro write up
MA template for write up
HA prompts for write up.

find patterns in the way that
the size of shadows
changes.
Use playground to observe
how shadows change over
the course of a day.
Children mark the initial
shadow of a pole then do
the same every hour.
Discuss what has happened
Look at video examples of
where shadows are totally
out of proportion to the
object.
Make some examples of
their own
Model how light passing the
outside of an object carries
on in a straight line and the
nearer the object to the light
the larger the shadow.
Forces and magnets
Pupils should be taught to:
 compare how things move
on different surfaces

notice that some forces
need contact between two
objects, but magnetic forces
can act at a distance

observe how magnets
attract or repel each other
and attract some materials
and not others

compare and group
together a variety of
everyday materials on the
basis of whether they are
attracted to a magnet, and
identify some magnetic
materials

describe magnets as having
two poles

predict whether two
magnets will attract or repel
each other, depending on
which poles are facing.
History
a local history study
a study of an aspect or theme in British
history that extends pupils’
chronological knowledge beyond 1066
When is harvest time? What does harvest
mean? Why is it important? How have
celebrations changed over time?
Understand historical concepts such as
continuity and change, cause and consequence.
Create their own structured accounts, including
written narratives and analyses.
Where were the soldiers going? What
were the rules of signing up/conscription?
Who was fighting in the war and why?
What was it like to be a soldier? How did
the war end? Why do people wear poppies
in November?
Understand how our knowledge of the past
is constructed from a range of sources and
that different versions of past events may
exist, giving some reasons for this.
To gain historical perspective by placing
their growing knowledge into different
contexts, understanding the connections
between local, regional, national and
international history.
What was the Christmas Truce? Why did
they stop at this time? Why did the leaders
not like the truce?
Understand how our knowledge of the past
is constructed from a range of sources and
that different versions of past events may
exist, giving some reasons for this.
Geography
Where are the farms in your locality? What
are the farms around you for? Why are the
farms different? Can you find the farms on
the map? How are farms represented on
maps? What can you work out about the
environment near our farm from looking at
a map? Can you draw and label a map of
the farm you visited?
Use maps, atlases, globes and
digital/computer mapping to locate
countries and describe features studied.
Use the eight points of a compass, four and
six-figure grid references, symbols and key
(including the use of Ordnance Survey
maps) to build their knowledge of the
United Kingdom and the wider world.
What crops are being harvested in our
area? What is being harvested at the
moment in different regions of our
country? How can a visit to the
supermarket help us find out? How can we
show this on a packaging map of the UK?
locate the world’s countries, using
maps to focus on Europe
(including the location of Russia)
Use world maps, atlases and globes
to identify the United Kingdom and
its countries, as well as the
countries, continents and oceans
studied at this key stage. Use simple
compass directions. Use aerial
photographs and plan perspectives
to recognise landmarks and basic
human and physical features; devise
a simple map; and use and construct
basic symbols in a key.
What do you notice about what is grown
where (e.g., is most fruit grown in the
South)?
To understand and describe aspects of human
geography, including: types of settlement and
land use, economic activity including trade
links, and the distribution of natural resources
including energy, food, minerals and water.
With your group can you sort the
statements about your farm animal into
three categories - definitely true/could be
true/definitely not true? What questions
do you need the answers to? What are the
different jobs that have to be done on the
farm to look after the animals at different
times of the year? What are some of the
problems that farmers encounter? What is
it like to work on a farm?
(link with literacy)
To be able to explain about aspects of
human geography, including: types of
settlement and land use.
Where did Joey travel during the war?
DT

understand and apply the
principles of a healthy and
varied diet
To understand and apply the principles of
nutrition and learn how to cook.


prepare and cook a variety of
predominantly savoury dishes
using a range of cooking
techniques
What ingredients do we need to make
blackberry jam and apple crumble? Which
bread do you prefer? What ingredients will
you add to your bread to make it delicious?
Does the shape of your bread make a
difference?
Can you design and make a healthy
smoothie? What healthy ingredients will
you include? What do you want to sell in
our ‘shakeaway’ bar?

understand seasonality and
know where and how a variety
of ingredients are grown, reared,
caught and processed
Seasonal Meals
How can we help the soldiers lift up heavy
articles from the trenches?
Understand and use mechanical systems in
their products, such as gears, pulleys, cams,
levers and linkages.
Computing Unit 3.5 (We are communicators)
 Understand computer networks
including the internet; how they
Unit 3.1 (We are
programmers)
Unit 3.6 (We are opinion
pollsters)





can provide multiple services,
such as the world wide web; and
the opportunities they offer for
communication
and
collaboration.
Use
technology
safely,
respectfully and responsibly;
recognise
acceptable/unacceptable
behaviour; identify a range of
ways to report concerns about
content and contact.
develop a basic understanding of
how email works
gain skills in using email
be aware of broader issues
surrounding email, including
‘netiquette’ and e-safety
work collaboratively with a
remote partner experience video
conferencing.
Unit 3.4 (We are network engineers)
 Understand computer networks
including the internet; how they
can provide multiple services,
such as the world wide web; and
the opportunities they offer for
communication
and
collaboration
 understand the physical
hardware connections
necessary for computer
networks to work
 understand some features of
internet protocols




Design, write and
debug programs that
accomplish specific
goals, including
controlling or
simulating physical
systems; solve
problems by
decomposing them
into smaller parts
Use sequence,
selection, and
repetition in
programs; work with
variables and
various forms of
input and output
Use logical
reasoning to explain
how some simple
algorithms work and
to detect and correct
errors in algorithms
and programs
Select, use and
combine a variety of
software (including
internet services) on
a range of digital
devices to design
and create a range
of programs,
systems and content
that accomplish
given goals,
including collecting,




Select, use and
combine a variety
of software
(including internet
services) on a
range of digital
devices to design
and create a range
of programs,
systems and
content that
accomplish given
goals, including
collecting,
analysing,
evaluating and
presenting data
and information
Understand
computer networks
including
the
internet; how they
can
provide
multiple services,
such as the world
wide web; and the
opportunities they
offer
for
communication and
collaboration.
Understand some
elements of survey
design
Understand some
ethical and legal


understand some diagnostic
tools for investigating network
connections
develop a basic understanding of
how
domain
names
are
converted to IP addresses.




analysing,
evaluating and
presenting data and
information
Create an algorithm
for an animated
scene in the form of
a storyboard write a
program in Scratch
to create the
animation correct
mistakes in their
animation programs.
Write a program in
Scratch to create the
animation correct
mistakes in their
animation programs.
Correct mistakes in
their animation
programs.
Unit 3.3 (We are
presenters)
Select, use and
combine a variety of
software (including
internet services) on
a range of digital
devices to design
and create a range
of programs,
systems and content
that accomplish
given goals,
including collecting,







aspects of online
data collection
Use the web to
facilitate data
collection
Gain skills in using
charts to analyse
data
Gain skills in
interpreting results.
Unit 3.2 (We are
bug fixers)
Debug programs
that accomplish
specific goals
Use sequence,
selection, and
repetition in
programs; work
with variables and
various forms of
input and output.
Use logical
reasoning to
explain how some
simple algorithms
work and to detect
and correct errors
in algorithms and
programs.
Develop a number
of strategies for
finding errors in
programs





PE
GAMES
analysing,
evaluating and
presenting data and
information
Work with various
forms of input and
output.
Use technology
safely, responsibly
and respectfully.
Gain skills in
shooting live video,
such as framing
shots, holding the
camera steady, and
reviewing
Edit video, including
adding narration and
editing clips by
setting in/out points
Understand the
qualities of effective
video, such as the
importance of
narrative,
consistency,
perspective and
scene length.
Enrichment
Autumn – Gymnastics / Dance
Enrichment
Spring – Gymnastics / Dance
Stoolball
 Under arm throwing to a partner
 Catching a ball
 Underarm throwing to a target
 Over arm throwing for fielding
Football
 Control ball with inside of
foot
 Pass with inside of foot



Build up resilience
and strategies for
problem solving
Increase their
knowledge and
understanding of
Scratch
Recognise a
number of common
types of bug in
software
Swimming / Health and
fitness
Cricket
 Under arm throwing to a
partner
 Catching a ball



ART
Making contact with bat and ball
Directing the ball downwards
Know basic game rules

Hockey
 Correct stick holding
 Control and pass the ball
 Outwit opponents to score
 Finding and using space to keep
the ball
 Attack with width and defend in
depth
 Know basic game rules


Enrichment/missing enrichment
subject
to create sketch books to record
their observations and use them to
review and revisit ideas
to improve their mastery of art and
design techniques, including
drawing, painting and sculpture
with a range of materials [for
example, pencil, charcoal, paint,
clay]
Run with the ball under
control inside/outside of foot
A variety of turns with the
ball
Shooting using instep
Defending a goal with
hands and body
Know basic games rules

Orienteering
 Follow route on map
 Follow route with compass
bearings
 Follow route using 4 fig coordinates
 Choose the clue with points
Follow the clue








Underarm throwing to a
target
Over arm throwing for
fielding
Over arm bowling
Correct bat holding and
stance
Making contact with bat
and ball
Directing the ball
downwards
Know basic game rules
Athletics
 Throwing
 Jumping
 Sprinting
 Middle distance
 Relays
Enrichment/missing
enrichment subject
Enrichment/missing
enrichment subject
to create sketch books to record
their observations and use
them to review and revisit
ideas
to create sketch books to record
their observations and use
them to review and revisit
ideas
to improve their mastery of art
and design techniques,
including drawing, Sculpture
with a range of materials [for
example, clay]
to improve their mastery of
art and design techniques,
including drawing, painting
and sculpture with a range of
about great artists,
Still life sketches of poppies to be a
base for paintings in the style of
their chosen artist.
Study the way different artists have
represented poppies.
Mark making.
Poppy Art Monet, etc
Make a poppy to be used in our poppy
field.
MUSIC
about great artists, architects
and designers in history
Sketch details of Greek buildings
e.g. columns, capitals
Phidias designer of the
Parthenon
Design tiles inspired by Elgin
marbles (clay)
Design Greek pots (clay)
materials [for example,
pencil, charcoal, paint, clay]
about great artists in history
English landscape artists
Sky-land-undergroundscapes
Use of different media for
different layers of the picture.
Ephemeral art and rubbings?